This study provides empirical evidence on preservice teachers' (PSTs) dispositions by surveying them on topics of educational policy in their first required course for a teacher preparation program in one mid-sized public university. Our survey used the same questions as did the Ed Next/Harvard Program on Education Policy and Governance poll, which was administered nationally both to the general public and to public school teachers. The goal was to understand PSTs' dispositions when they enter teacher education programs. Results of the survey indicate that dispositions and attitudes of PSTs reflect a belief that schools are doing well and that PSTs are neutral with respect to many major educational policies. These findings suggest that students are entering teacher preparation programs with largely positive views of schooling and a general lack of knowledge about educational policy and teachers' working conditions. We provide several implications for teacher education and teacher educators who look to disrupt rather than reproduce structural inequalities.